Documentos de Académico
Documentos de Profesional
Documentos de Cultura
GT C1 Web
GT C1 Web
en Educacin Bsica
Programa Nacional de Ingls en Educacin Bsica. Gua de trabajo. Ciclo 1. Fortalecimiento acadmico para
profesores de Ingls. Fase de expansin fue elaborado por personal acadmico de la Coordinacin Nacional de
Ingls, adscrita a la Direccin General de Desarrollo Curricular, que pertenece a la Subsecretara de Educacin
Bsica de la Secretara de Educacin Pblica.
La Secretara de Educacin Pblica agradece la asesora, en la redaccin de este documento, del Centro de
Enseanza de Idiomas de la Secretara de Extensin Universitaria y Vinculacin Institucional de la Facultad de
Estudios Superiores Acatln de la Universidad Nacional Autnoma de Mxico.
Coordinacin general
colaboradores
Mara del Roco Vargas Ortega
Israel Uristegui Figueroa
Alejandro Velzquez Elizalde
Por la coordinacin nacional de ingls
Dora Luz Garca Torres
Israel Saldaa Pacheco
Micaela Molina
Coordinacin editorial
Gisela L. Galicia
CUIDADO DE EDICIN
Rubn Fischer
COORDINACIN DE DISEO
Marisol G. Martnez Fernndez
CORRECCIN DE ESTILO
Erika Lozano
DISEO
Lourdes Salas Alexander
Marisol G. Martnez Fernndez
Formacin
Marisol G. Martnez Fernndez
scar Arturo Cruz Flix
Primera edicin electrnica, 2011
D. R. Secretara de Educacin Pblica, 2011
Argentina 28, Centro, 06020
Cuauhtmoc, Mxico, D. F.
ISBN: 978-607-467-092-9
Hecho en Mxico
MATERIAL GRATUITO/Prohibida su venta
NDICE
VERSIN en ESPAOL
Presentacin ......................................................................................................................... 8
Introduccin ....................................................................................................................... 10
Unidad 1
Lineamientos y caractersticas del PNIEB .................................................................... 12
Unidad 2
Propsitos y objeto de estudio del PNIEB .................................................................... 25
Unidad 3
Las prcticas sociales del lenguaje y la propuesta curricular del PNIEB .............. 37
Unidad 4
Evaluacin ...................................................................................................................... 50
Unidad 5
La funcin de los docentes en el PNIEB ...................................................................... 64
Unidad 6
Factores que intervienen en la planeacin del trabajo en el aula ......................... 73
Bibliografa ............................................................................................................................ 88
Anexo ..................................................................................................................................... 89
ENGLISH VERSION
Presentation ......................................................................................................................... 91
Introduction ......................................................................................................................... 93
Unit 1
Guidelines and characteristics of the nepbe .............................................................. 95
Unit 2
Purposes and study subject of the nepbe .................................................................... 108
Unit 3
The social practices of the language and the curricular
proposal of the nepbe ..................................................................................................... 120
Unit 4
Assessment ..................................................................................................................... 133
Unit 5
The function of English language teachers in the nepbe .......................................... 147
Unit 6
Factors that take part in the planning of work in the classroom .......................... 156
Bibliography ........................................................................................................................ 171
Appendix ............................................................................................................................. 172
Fase de expansin
Presentacin
os principios normativos que establece el artculo tercero constitucional, la transformacin educativa que alienta el Plan Nacional de Desarrollo 2007-2012 y los objetivos sealados en
el Programa Sectorial de Educacin 2007-2012 (Prosedu), han constituido
la base rectora para dar sentido y ordenar las acciones de poltica pblica
educativa en el Mxico de las prximas dcadas.
En este marco, y con base en las atribuciones que le otorga la Ley General de Educacin, la Secretara de Educacin Pblica estableci como objetivo fundamental a alcanzar en el 2012: elevar la calidad de la educacin
para que los alumnos mejoren su nivel de logro educativo, cuenten con
medios para tener acceso a un mayor bienestar y contribuyan al desarrollo
nacional.1 Para conseguir este objetivo en la Educacin Bsica se dispone
de una estrategia: realizar una reforma integral de la Educacin Bsica,
centrada en la adopcin de un modelo educativo basado en competencias,
que responda a las necesidades de desarrollo de Mxico en el siglo xxi,2
con miras a lograr mayor articulacin y eficiencia entre los niveles de preescolar, primaria y secundaria.
En el Prosedu tambin se establece que los criterios de mejora de la calidad educativa deben aplicarse a la capacitacin de docentes, la actualizacin de programas de estudio y sus contenidos, los enfoques pedaggicos,
mtodos de enseanza y recursos didcticos.3 A su vez, la Unesco4 seal
que los sistemas educativos necesitan preparar a los alumnos para enfrentar
1
los nuevos retos de un mundo globalizado donde el contacto entre mltiples lenguas y culturas es cada vez ms comn. En este contexto, la educacin debe ayudar a los alumnos a comprender las diversas expresiones
culturales existentes en Mxico y el mundo.
Desde esta perspectiva, la Secretara de Educacin Pblica reconoce la
necesidad de incorporar la asignatura de Ingls a los planes y programas
de estudio de educacin preescolar y primaria, as como de realizar los
ajustes pertinentes en los planes y programas de Ingls para secundaria,
con el propsito de articular la enseanza de esta lengua en los tres niveles
de la Educacin Bsica y lograr que, al concluir su educacin secundaria,
los alumnos hayan desarrollado las competencias plurilinge y pluricultural que requieren para enfrentar con xito los desafos comunicativos del
mundo globalizado, construir una visin amplia de la diversidad lingstica
y cultural a nivel global, y respetar su propia cultura y la de los dems.
Con el fin de instrumentar las diversas acciones que posibiliten la articulacin de la enseanza del ingls, la Secretara de Educacin Pblica puso
en marcha el Programa Nacional de Ingls en Educacin Bsica (pnieb o
nepbe, National English Program in Basic Education), del que se derivan
programas de estudio para los tres niveles de Educacin Bsica elaborados
a partir de la alineacin y homologacin de estndares nacionales e internacionales, la determinacin de criterios para la formacin de docentes,
adems del establecimiento de lineamientos para la elaboracin y evaluacin de materiales educativos y la certificacin del dominio del ingls.
Una de las acciones previstas es el desarrollo de reuniones nacionales
de fortalecimiento acadmico para docentes de Ingls, que tienen la finalidad de ofrecer informacin y asesora tcnico-pedaggica que coadyuve a las tareas necesarias para la implementacin y generalizacin de los
programas de estudio correspondientes a los cuatro ciclos del Programa
Nacional de Ingls en Educacin Bsica.
Introduccin
10
Equipos
Binas
11
Plenaria
Propsitos de la unidad
Reconocer y comprender los lineamientos
Cules considera que sean los retos para generalizar la enseanza del ingls
como lengua extranjera en nuestro pas?
13
Promover compromisos colectivos para defender los derechos humanos, el respeto a la diver-
14
Renase con los colegas que atienden, al igual que usted, el mismo grado del Ciclo 1.
Revisen y compartan las respuestas a los ejercicios anteriores y realicen las siguientes
actividades:
Describan y enlisten los aspectos ms relevantes que caracterizan a los alumnos de su
grado y que, en su opinin, se deben considerar para trabajar con los contenidos de
la asignatura. Observen el ejemplo.
3 de Preescolar
Los alumnos de
Los alumnos de
Se caracterizan por:
Se caracterizan por:
ingls.
cional.
aula para promover el respeto a la diversidad, el rechazo a la violencia y el fortalecimiento de valores orientados a la sana convivencia. En la prctica, este tipo de normas
requieren el compromiso y acuerdo de los alumnos.
Elaboren un reglamento considerando las caractersticas de los alumnos y las normas
No
15
Lean la informacin que se presenta en las siguientes tablas, consulten los programas
de estudio del grado con el que han venido trabajando y escriban en la columna vaca el compromiso colectivo que se debe promover. Observen el ejemplo.
Compromiso colectivo
Las mismas oportunidades para todos
los alumnos.
Compromiso colectivo
Compromiso colectivo
Compromiso colectivo
Compartan y comparen las respuestas a los ejercicios anteriores. Intercambien puntos de vista y opiniones para construir consensos.
16
Lea la siguiente ficha que resume las orientaciones didcticas que guiaron la elaboracin de los programas de estudio del pnieb y, de acuerdo con su opinin, numrelas
del 1 al 8 segn su importancia.
Orientaciones didcticas para elaborar la propuesta curricular del PNIEB
____
____
____
____
____
____
____
____
Consulte los programas de estudio del Ciclo 1. Identifique y escriba cinco evidencias
que muestren la articulacin entre los dos niveles educativos involucrados: preescolar
y primaria. Observe el ejemplo.
Evidencias que muestran la articulacin entre preescolar y primaria
Ejemplo: ambos niveles comparten el mismo objeto de estudio.
1.
2.
3.
4.
5.
17
petencia especfica.
Elijan un contenido del hacer, otro del ser y un tercero del saber, en funcin de
Ejemplo
Ser
Atencin al emisor y
al receptor.
Hacer
Explorar situaciones
cotidianas en que se
utilizan expresiones
de saludo y cortesa.
Saber
Lenguaje no verbal.
Formacin
en competencias
Explorar y responder
a expresiones
de saludo, despedida
y cortesa.
Ser
Hacer
Saber
3o de Preescolar
Formacin
en competencias
18
Ser
Hacer
Saber
1 de Primaria
Formacin
en competencias
Ser
Hacer
Saber
2o de Primaria
Formacin
en competencias
Identifiquen en los programas de estudio del Ciclo 1 estrategias de trabajo que promuevan oportunidades de aprendizaje a todos los alumnos y escriban dos ejemplos:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
19
Semejanzas
Diferencias
programas de estudio.
Seleccionen las prcticas sociales de lenguaje con las que pueden utilizar cada
una de las TIC que aparecen en las imgenes y cpienlas en el lugar sealado.
Escriban sobre las lneas tres maneras de usar dicha tecnologa para apoyar el
20
Consulten el apartado Observaciones generales del documento Fundamentos curriculares del PNIEB. Observen las figuras 2 y 3* y respondan lo siguiente:
Todo programa curricular nuevo implica una generalizacin que incluye varias etapas. En la actualidad el pnieb se encuentra en la primera etapa por lo que la totalidad de las horas (1060) destinadas para
alcanzar el B1 no son acumulativas. Sin embargo, las siguientes etapas irn aproximndose cada vez
ms a esta condicin de tiempos.
21
Cotejen las respuestas que dieron a los ejercicios anteriores con los propsitos y
Lean y comparen los siguientes casos hipotticos que describen el perfil de egreso de
dos alumnos que cursaron los grados (3 de Preescolar, 1 y 2 de Primaria) correspondientes al Ciclo 1. Comenten las semejanzas y diferencias que encuentren entre ellos.
22
Reconoce y distingue el ingls como una lengua y cultura distinta a la propia. Muestra una actitud positiva en
el aprendizaje de esta lengua. Comprende expresiones
bsicas de saludo y cortesa utilizadas en el aula. Manifiesta motivacin e inters por participar en intercambios
comunicativos propios de la vida cotidiana.
10
Expliquen las razones por las que el perfil del primer caso, a diferencia del segundo,
no cumple con los propsitos establecidos en el PNIEB. Escriban las conclusiones a
las que llegaron.
Para concluir
Lean y analicen el contenido de los siguientes diagramas que resumen el trabajo
realizado en esta unidad.
Diagrama 1
Nacional
Laica
Democrtica
Obligatoria
Artculo tercero
constitucional
Lineamientos
normativos
del pnieb
Gratuita
23
Diagrama 2
Diagrama 3
A quin
Qu
Orientaciones curriculares
Saber
Ser
Saber hacer
Preescolar
Competencias
Identidad
I
Primaria
Secundaria
Caractersticas
sociales
Diferencias
Diagrama 4
Cmo
Oportunidades
Condiciones
Compromisos
Formacin tcnica
Convivencia
Derechos humanos
Habilidades
Creatividad
Respeto a la diversidad
Competencias
Respuesta a:
No violencia
Intereses
Necesidades
Saberes
Valores
24
TIC
Propsitos de la unidad
Reflexionar sobre el propsito general del
PNIEB y los propsitos especficos del Ciclo 1.
1
2
Lea los dos propsitos de la siguiente tabla que escuelas y docentes han planteado
para la enseanza y el aprendizaje del ingls.
Escriba las ventajas y desventajas que tiene para usted y sus alumnos contemplar
slo uno o los dos propsitos planteados.
Que los alumnos
aprendan
Ventajas
1. Las caractersticas
formales del ingls.
2. Las caractersticas
funcionales del ingls,
a partir de discursos
o textos.
26
Desventajas
Localice el propsito general de la enseanza del Ingls que aparece en los programas de
estudio del Ciclo 1, comprelo con los anteriores y responda las siguientes preguntas:
Cul es la diferencia entre el propsito general del PNIEB y los de la tabla anterior?
Lea las siguientes partes que componen el propsito general del PNIEB y escriba sobre la lnea cules de sus caractersticas (formales, funcionales o ambas) considera
que contempla cada una. De acuerdo con su opinin, ordnelas del 1 al 5 segn su
importancia. Escriba el nmero dentro del parntesis.
27
Renase con varios colegas para comentar las respuestas que dieron a los ejercicios
anteriores. Argumntenlas y lleguen a acuerdos para construir consensos.
28
Elijan dos propsitos especficos del Ciclo 1 y, con base en stos, completen las siguientes competencias especficas. Incluyan en el encabezado el grado escolar con
el que estn trabajando. Observen el ejemplo.
Ejemplo: 1o de Primaria
Propsito:
Que los nios reconozcan la existencia de otras culturas y lenguas.
Lista de competencias especficas:
Propsito:
Lista de competencias especficas:
Escuchar y
Expresar
Participar en la lectura de
Participar en la escritura de
Propsito:
Lista de competencias especficas:
Escuchar y
Expresar
Participar en la lectura de
Participar en la escritura de
29
Si la escuela ensea a escuchar, hablar, leer y escribir con el nico propsito de que los alumnos
aprendan a hacerlo, entonces no aprendern a usar estas habilidades para cumplir con otras
finalidades, como las que se tienen en la vida social.
Si en la escuela (o los libros de texto) se abandonan los propsitos didcticos y asume los de la
prctica social, al mismo tiempo estar abandonando su funcin enseante.
10
Expliquen y comenten cmo resolveran la tensin (las discrepancias) entre los propsitos mencionados de las competencias especficas que sugirieron en el ejercicio
7. Escriban sus conclusiones.
Seleccionen uno de los propsitos con los que trabajaron en el ejercicio 7 y describan los pasos que deben seguirse en la planeacin para que el trabajo con los alumnos del grado incluya el aprendizaje de las cuatro habilidades bsicas: escuchar,
hablar, leer y escribir, y cmo usarlas dentro de los contextos de la vida social en los
que se emplea el ingls.
30
Lea las prcticas sociales de lenguaje que se presentan en la siguiente tabla y marque
con una la o las lenguas que puede trabajar con los alumnos.
Prcticas sociales del lenguaje
Lengua materna
Lengua inglesa
Comentar noticias.
Leer cuentos.
2
3
Renase con un colega y argumenten las respuestas que cada uno dio al ejercicio
anterior, de manera que lleguen a un consenso.
Organizar el pensamiento.
31
Lugar de descanso
Reunin de amigos
Formen la definicin de lenguaje adoptada por el pnieb uniendo con una lnea los
datos de la columna de la derecha con los que corresponden a los de la columna
izquierda. Observen el ejemplo.
El lenguaje es una actividad
mediante la cual expresamos,
establecemos y mantenemos
accedemos a la
participamos
organizamos
y reflexionamos sobre nuestro
Ceremonia cvica
Escriban la definicin de lenguaje que formaron al unir los datos de ambas columnas.
32
Las habilidades, los conocimientos y las actitudes no siempre se necesitan en la comunicacin porque se usan por separado.
Las habilidades bsicas del lenguaje (escuchar, hablar, leer y escribir) son los componentes que constituyen las prcticas sociales de lenguaje.
En las prcticas sociales del lenguaje lo importante son las actitudes y los conocimientos
de la lengua.
Las actitudes, habilidades y conocimientos son los componentes que constituyen las
prcticas sociales de lenguaje.
Las habilidades, los conocimientos y las actitudes se aprenden y movilizan en las prcticas sociales de lenguaje.
Las prcticas sociales del lenguaje varan de acuerdo con el contexto situacional en el
que se desarrollan.
No es posible participar en prcticas sociales de lenguaje sin antes dominar los aspectos
formales de la lengua.
Slo se requieren habilidades para poder intervenir en una prctica social del lenguaje.
33
Ejemplo:
Ley la receta de su abuelita para hacer un pastel,
pero no se esponj, no subi.
Elijan uno de los casos presentados en la tabla anterior y escriban qu conocimientos, habilidades y/o actitudes con el lenguaje es necesario trabajar para lograr que
la participacin de las personas que intervinieron en la prctica del lenguaje sea
exitosa. Justifique su eleccin.
34
Completen los siguientes cuadros escribiendo los conocimientos del hacer, saber y
ser que consideren necesarios para redactar una carta de renuncia al trabajo. Observen los ejemplos.
Hacer con el lenguaje
Elementos textuales de una carta (saludo, despedida, cuerpo, firma, destinatario, entre otros).
Para concluir
Lean y analicen el contenido de los siguientes diagramas que resumen el trabajo
realizado a lo largo de esta unidad.
35
Diagrama 1
Propsito general del pnieb
Diagrama 2
Prctica social del lenguaje
Aspectos y temas de
reflexin sobre propiedades, caractersticas y
elementos del lenguaje.
Actitudes y valores
implicados en la
interaccin oral y
escrita.
36
Propsitos de la unidad
Reflexionar en torno a las prcticas sociales del
Lea el siguiente texto y corrobore si las partes resaltadas en cada inciso corresponden
a las ideas principales.
La mente y la racionabilidad son conceptos que no se pueden considerar separados de las acti-
vidades y de los mbitos en los que se manifiestan,* porque los conocimientos no se distinguen
del proceso cognitivo, ni las personas de las actividades y mbitos sociales en que actan. Por
lo tanto, la mente y el mundo social y cultural se constituyen mutuamente, as, de acuerdo con
Lave (1991, en B. Biddle et al., 2000:41), la cognicin se sita en el proceso de experiencia del
mundo y en el mundo experimentado, mediante la actividad, en contexto.
La adquisicin de conocimientos culturalmente significativos, segn Lave (1991, en B. Biddle
et al., 2000:40) se debe entender como el proceso por el que uno se convierte en miembro de
una comunidad [es decir, como] la progresiva posesin de la legtima participacin perifrica
de toda una persona en unas comunidades de prctica en las que interactan expertos y aprendices, en una prctica cultural significativa.
El aprendizaje consiste, segn lo expresa Rogoff (1994, en B. Biddle et al., 2000:42), en una
funcin del cambio de papeles que se produce cuando una persona participa en una comunidad de aprendices y se convierte en miembro experto de ella, y se define como un proceso
de transformacin de la propia participacin. Por ello, la participacin es el problema ms
apremiante, mientras que los cambios en la naturaleza de la actividad se producen mediante la
progresiva participacin del aprendiz.
El desarrollo es el proceso que ocurre cuando una persona identifica, comprende y maneja
problemas o tipos de actividades concretos convirtindolos en unidades de anlisis e interpretacin. De esta manera, lo fundamental del desarrollo cognitivo es la apropiacin participativa
entendida como, parafraseando a Rogoff, la progresin en la naturaleza de la interaccin del
adulto (experto) y del nio (aprendiz).
38
de pensarlos
Si proceso cognitivo se concibe como una serie de momentos o etapas por los
que atraviesa una persona para adquirir conocimientos, entonces los mbitos
sociales se conciben como
39
Renase con varios colegas y comenten las respuestas a los ejercicios anteriores.
Elijan un grado del Ciclo 1 y realicen lo que se pide a continuacin:
Lean y comenten la informacin que se presenta en la primera columna de la
el ingls y sobre las actitudes o conductas que adoptan los hablantes para poder
hacer lo que se indica en cada uno de los puntos que aparecen en la primera
columna de la tabla. Una vez que estn de acuerdo, escriban dichos saberes y
actitudes o conductas en la columna de la derecha.
3 de Preescolar
Seguir los pasos de una receta ilustrada.
Entender preguntas para identificar
informacin sobre objetos en el aula.
Leer informacin bsica de un tema
concreto de geografa con apoyo de un
grfico.
1 de Primaria
Leer instructivos ilustrados para armar un
objeto.
Formular preguntas para obtener
informacin sobre un tema de la
naturaleza.
Interpretar informacin bsica de un tema
de geografa a partir de un grfico.
2 de Primaria
Seguir instrucciones para realizar
un experimento sencillo vinculado
con ciencias.
Escribir preguntas para obtener
informacin de los productos naturales
del campo.
Registrar informacin bsica de un tema
de geografa con apoyo de un grfico.
40
ustedes son miembros y en la columna derecha las razones por las que lo son.
Observen el ejemplo.
Ejemplo: Soy miembro de la comunidad mexicana
a) Soy miembro de
porque
b) Soy miembro de
porque
c) Soy miembro de
porque
El aprendizaje consiste en el cambio de papeles que se produce cuando una persona participa
en una comunidad de aprendices y se convierte en miembro experto de ella.
sea su caso. Posteriormente, escriban cmo lograron serlo si su eleccin fue experto o cmo consideran que podran serlo si, por el contrario, eligieron la opcin aprendiz.
41
6
7
Experto
Aprendiz
b) Usar el televisor:
Experto
Aprendiz
Experto
Aprendiz
Revisen la tabla Distribucin de las prcticas sociales de lenguaje del Ciclo 1 por
mbito en los programas de estudio y comenten en cules de las competencias especficas se consideran expertos, en cules no y por qu.
Comenten la siguiente definicin que se tom del texto "Conceptos derivados del
enfoque de la asignatura" y reflexionen cmo pueden convertir las competencias
especficas en unidades de anlisis e interpretacin para sus alumnos.
Desarrollo [] proceso que ocurre cuando una persona identifica, comprende y maneja unos
problemas o tipos de actividades concretos convirtindolos en unidades de anlisis e interpretacin.
42
Elijan una competencia especfica por grado y escriban lo que tendra que hacerse
para que los alumnos pasen de ser aprendices a ser expertos en dicha competencia especfica con el ingls. Si lo consideran pertinente, consulten los contenidos de
la competencia especfica que eligieron en los programas de estudio.
3 de Preescolar
Competencia especfica:
Explorar y responder a expresiones de saludo, despedida y cortesa.
Aprendiz
Experto
1 de Primaria
Competencia especfica:
Aprendiz
Experto
2 de Primaria
Competencia especfica:
Aprendiz
Experto
43
Lea y complete los siguientes enunciados colocando dentro del parntesis la opcin
que considere correcta.
Comenten y compartan las respuestas al ejercicio anterior. Localicen en el documento Fundamentos curriculares del pnieb el apartado, Enfoque, y lean cuidadosamente los incisos a, b y c, que describen los tres tipos de contenidos curriculares de los que se componen los programas de estudio del Ciclo 1. Comntelos y
reflexionen en torno a las consecuencias que tiene para una propuesta curricular
concebir al lenguaje como una actividad. Realicen las siguientes actividades.
44
apartado Organizacin de los contenidos y respondan de forma oral las siguientes preguntas:
Qu hacemos las personas con las noticias?
Qu necesitamos saber para interactuar con las noticias? Mencione cuatro saberes.
Ejemplo
Distribucin grfica
Escucharlas
Escribirlas
Acadmico
45
Destinatario
Tema
Noticias
Leerlas
Comunitario
hacia fuera.
Decirlas
Laboral
Propsito
Familiar y comunitario
Literario y ldico
Acadmico
y de formacin
Escriban en la siguiente tabla las diferencias que tiene la propuesta curricular del
pnieb, centrada en prcticas sociales del lenguaje, con las que se sealan en la misma
tabla. Tengan en cuenta que la primera propuesta es circular, mientras que las dos
ltimas son lineales.
46
Renase con un colega y reflexionen con cul de los componentes que se enlistan a
continuacin se relaciona cada uno de los datos que aparecen dentro de los recuadros. Una vez que establezcan dicha relacin, escrbanlos dentro de la tabla Los
cambios que se han producido en educacin, que aparece al final de este ejercicio.
a) Mediacin social
b) Enseanza
c) Tareas
d) Aprendizaje
e) Herramientas
f) Evaluacin
g) Currculo
Lpiz y papel.
Telecomunicaciones
Notas.
Pruebas estandarizadas.
Representacin de contenidos.
Transformacin guiada.
Comunidades
Construccin activa.
Conexiones/articulacin.
Situado.
Secuenciado.
Fijo.
Adicin de informacin.
Jerarquas.
Descontextualizacin.
Matriz entretejida.
Autnticas.
Conjunto de
Aisladas.
Materiales secuenciados.
Hojas de ejercicios.
de banda estrecha.
de personas que
aprenden.
Colaboracin.
Discurso.
representaciones.
Artefactos
Individualidad.
Competencia.
Recitacin.
en las TIC.
(instrumentos).
Hoy
Antes
Individual.
Competencia.
Recitacin.
* Fuente: Adaptado de B. Biddle et al. (2000), La enseanza y los profesores II. La enseanza y sus contextos, Barcelona,
Paids, p. 137.
47
Consulte los programas de estudio del Ciclo 1 y complete los siguientes enunciados.
Cada uno de los grados escolares del Ciclo 1 del pnieb tiene
bloques.
competencias especficas.
Cada grado escolar del Ciclo 1 tiene un total de
lenguaje y
competencias especficas.
.
A lo largo de los bloques, las prcticas sociales del lenguaje y las competencias
.
es el que tiene ms prcticas so-
Para concluir
Lean y analicen el contenido de las siguientes tablas y diagramas que resumen el
trabajo realizado a lo largo de esta unidad.
Concepciones de la lengua
Enfoques
Estructuralista
Funcional
48
Objetivo de aprendizaje
Estructuralista
Funcional
Sociocultural
Diagrama 1
Diagrama 2
Ambiente
familiar y
comunitario
Competencias
especficas
Ambiente
acadmico y
de formacin
Prcticas
sociales del
lenguaje
Ambiente
literiario
y ldico
Competencias especficas
Ambientes sociales
de aprendizaje
Contenidos del hacer
Contenidos del saber
Contenidos del ser
49
Evaluacin
Propsitos de la unidad
Reconocer la manera en que la evaluacin
50
d) Evala para ayudar a los alumnos a reconocer sus fortalezas y debilidades con el fin de
apoyarlos en su proceso de aprendizaje?
f) Utiliza la evaluacin slo una vez que se han obtenido ciertos resultados por parte de
los alumnos?
h) En el momento de evaluar busca tener un equilibrio entre lo que hacen y saben los
alumnos?
51
Lea la siguiente informacin sobre la evaluacin del aprendizaje y subraye las ideas
que, en su opinin, apoyan las respuestas que dio a las preguntas anteriores.
Wiggins (citado por B. Biddle)1 establece que la evaluacin: Debe significar una experiencia
A partir de la informacin anterior analice las respuestas que dio a las preguntas con
las que inici esta unidad y realice las siguientes acciones.
B. Biddle et al. (2000), La enseanza y los profesores II. La enseanza y sus contextos, Barcelona, Paids, p. 158.
C. Lomas (1999), Cmo ensear a hacer cosas con las palabras. Teora y prctica de la educacin lingstica, 2 ed., vol. I,
Barcelona, Paids, p. 111.
3
D. Lerner (2001), Leer y escribir en la escuela, Mxico, fce/sep, p. 147.
4
L. Arnau y A. Zabala (2007), 11 ideas clave. Cmo aprender y ensear competencias, Barcelona, Gra, p. 204.
5
G. Sacristn (2008), Educar por competencias, qu hay de nuevo?, Madrid, Morata, p. 223.
2
52
Coloque una ( ) en los incisos de las preguntas en las que, despus de leer el
b)___
c)___
d)___
e)___
f)___
g)___
h)___
b)
c)
d)
e)
f)
g)
h)
Escriba una definicin propia de evaluacin del aprendizaje que retome las ideas
centrales expresadas por los autores en el cuadro "Concepciones sobre la evaluacin del aprendizaje".
Desde una perspectiva centrada en prcticas sociales de lenguaje,
la evaluacin es:
4
5
Renase con un colega, comenten y comparen las respuestas a las actividades anteriores.
Consulten los propsitos de la enseanza del Ingls del Ciclo 1 de Educacin Bsica y, usando como referencia stos y el trabajo que hicieron en la unidad 2 de esta
gua, comenten las caractersticas que en su opinin debe tener la evaluacin para
reconocer y valorar el progreso de sus alumnos en el aprendizaje de los contenidos
programticos. Una vez que ambos estn de acuerdo, escrbanlas.
Caractersticas de la evaluacin del aprendizaje para el Ciclo 1
53
Analicen y comenten la informacin del siguiente esquema creado por Gimeno Sacristn,6 que resalta los pasos que se siguen al evaluar y las decisiones y dilemas de
tipo pedaggico, poltico, tico y tcnico a los que hay que responder.
Pasos formales
Acotar o enfocar
una cierta realidad
Opciones
Qu caractersticas se van a
Eleccin de la forma de
Renanse con colegas que trabajan en el mismo grado escolar y realicen las siguientes actividades:
Consulten los propsitos de la enseanza del Ingls del Ciclo 1 de Educacin
del bloque, con el objeto de usar como referencia toda esta informacin.
Con el propsito, la tabla de contenidos y los aprendizajes esperados como
referencia, definan la propuesta de evaluacin para la competencia especfica que seleccionaron, respondiendo las preguntas formuladas en el esquema
anterior.
Adaptado de G. Sacristn y A. I. Prez Gmez (ed.) (2008), Comprender y transformar la enseanza, Madrid, Morata,
p. 345.
54
Propsitos
Fuentes de informacin
Ejemplos de instrumentos
Portafolios o carpetas.
55
tica social del lenguaje de la que se derivan la tabla de contenidos y los aprendizajes esperados, mismos que aparecen al final del bloque.
Definan los contenidos del hacer, saber y ser que, en su opinin, pueden abordar-
y desempeo de los alumnos en dichas tareas. Una vez que estn de acuerdo,
completen las siguientes fichas.
3 de Preescolar
1 de Primaria
Bloque:
Bloque:
Aprendizajes esperados
Aprendizajes esperados
* Para conocer instrumentos distintos a los presentados en esta unidad consulten el anexo.
56
2 de Primaria
Bloque:
Aprendizajes esperados
Elijan uno de los ambientes del bloque con el que trabajaron los instrumentos de
evaluacin. Vuelvan a leer la prctica social, las competencias especficas y los
aprendizajes esperados respecto a stas que detallan lo que se espera que los alumnos sean capaces de hacer al terminar el trabajo con el ambiente. Reflexionen en
torno a qu pueden evaluar.
De los siguientes instrumentos, elijan el que corresponde al grado con el que han
venido trabajando en la unidad, lean sus caractersticas y, a partir de las sugerencias
para su elaboracin, terminen de construirlo.
3 de Preescolar, ambiente familiar y comunitario. Bloque 2
Lnea del tiempo para hacer una autoevaluacin
Una lnea del tiempo muestra la progresin de las acciones que se desarrollarn
57
que van a desarrollar los alumnos durante las fases de la situacin comunicativa
diseada para aprender los contenidos de una prctica social del lenguaje.
A manera de escala de evaluacin se recomienda utilizar grficos como indicado-
res del progreso, as como del cumplimiento y la actitud que tiene cada alumno
frente a lo que se indica en la ilustracin.
Pasos para elaborar el instrumento:
a) Revisar, a partir de los propsitos del Ciclo 1, los contenidos programticos y los
aprendizajes esperados de las competencias especficas y las prcticas sociales
de lenguaje que se evaluarn.
b) Definir las acciones que se evaluarn durante la participacin de los alumnos
en las tareas o actividades diseadas para abordar los contenidos programticos.
c) Recortar tarjetas para formar una lnea del tiempo, considerando el nmero de
acciones a evaluar.
d) Dibujar imgenes que ejemplifiquen las acciones con las que se espera que los
alumnos participen en las diversas tareas o actividades diseadas.
e) Definir los indicadores que permitirn valorar la actuacin y el desempeo de los
alumnos y elaborar grficos que representen su logro (por ejemplo, una cara feliz,
una dudosa y otra seria).
f) Modelar a los alumnos cmo y dnde pegar los grficos que representan los
indicadores para que, de manera individual, los utilicen en una autoevaluacin.
Lnea del tiempo para autoevaluarse
Ejemplo
Localicen los bloques de los tres grados del Ciclo 1 en los programas de estudio,
ubiquen los aprendizajes esperados y realicen las siguientes actividades:
Elijan un bloque por grado y, en funcin de sus intereses, distribyanse los grados.
58
los contenidos del hacer, saber y ser, as como los aprendizajes esperados del
bloque y grado que trabajarn.
Consulten los propsitos del Ciclo 1 y enlisten en los espacios correspondientes los
en elaborar una lista de preguntas o afirmaciones con el fin de evaluar la competencia comunicativa de los alumnos al participar en las tareas diseadas por el
docente para abordar los contenidos de las competencias especficas.
Los listados incluyen una escala de valoracin que permite identificar y compro-
luacin: evaluacin a los alumnos por parte del maestro, autoevaluacin, evaluacin entre pares, entre equipos y en grupo.
Los listado de comprobacin son muy tiles para:
Precisar los objetivos didcticos y sociales del problema, meta o producto que
se pretende resolver o lograr durante el transcurso de la situacin comunicativa, diseada para abordar los contenidos de las competencias especficas y
prcticas sociales de lenguaje ubicadas en los tres distintos ambientes.
Especificar cmo los alumnos pueden alcanzar estos objetivos.
Delimitar los criterios con los cuales se podr ir evaluando el progreso de los
alumnos al participar en las acciones involucradas en las distintas etapas de
la situacin comunicativa diseada.
Informar a los alumnos, por medio de una escala, acerca de sus actitudes con
el lenguaje, as como lo que requieren hacer con ste y saber sobre ste para
participar con xito en las distintas fases de la situacin comunicativa planteada en cada una de las prcticas sociales.
59
Permitir a los alumnos reconocer el progreso o las dificultades que van teniendo en su aprendizaje de los haceres, actitudes y saberes al participar en
situaciones comunicativas.
a) Elaborar una tabla de cuatro columnas y varias filas (definir la cantidad con base
en el nmero de preguntas que se formularn).
b) Escribir en la fila superior, a partir de la segunda columna, una escala de valoracin que contenga niveles de logro; en este caso se proponen tres: s, no,
dudoso.
c) Elaborar una lista de preguntas que permita evaluar las acciones y el desempeo de los alumnos al participar en las tareas diseadas para una competencia especfica.
Completen la tabla escribiendo las preguntas faltantes y que tienen como finali-
60
Niveles de logro
S
No
Dudoso
a) Elaborar una tabla (definir la cantidad de filas de acuerdo con el nmero de indicadores que se formularn).
b) Escribir en la fila superior, a partir de la segunda columna, una escala de valoracin con distintos niveles de logro; en este caso se sugieren dos: s lo logr ( ),
an no lo logro( ).
c) Definir una lista de indicadores que permitan evaluar las acciones y el desempeo de los alumnos al participar en las tareas diseadas para una competencia
especfica.
Completen el siguiente listado de comprobacin escribiendo indicadores que
Completen la tabla escribiendo las preguntas faltantes que tienen como finalidad
Presenten frente al grupo el instrumento de evaluacin que elaboraron o completaron en equipo. Expliquen el proceso que siguieron para su elaboracin.
61
Para concluir
Lean y analicen el contenido de los siguientes diagramas que resumen el trabajo
realizado a lo largo de esta unidad.
Diagrama 1
Acotar o enfocar
una cierta realidad
Diagrama 2
Global. Porque contempla, en su conjunto, las capacidades en la lengua adicional de los alumnos,
evitando parcializarlas en conocimientos o habilidades aisladas.
La evaluacin del
PNIEB se caracteriza
por ser
62
Diagrama 3
Finalidad
Global.
Continua.
Formativa.
Instrumentos
63
Propsitos de la unidad
Analizar las caractersticas que requiere el
Pedimos que los nios repitan el nombre del utensilio despus que nosotros lo mencionamos.
Damos unas imgenes en miniatura para que las peguen en un cuarto de cartulina.
Repartimos etiquetas con los nombres de los utensilios.
Pedimos que los nios coloquen las etiquetas debajo de las imgenes mientras se las mostramos.
Comente con un colega las preguntas que aqu se presentan, intercambien opiniones
y, una vez que hayan llegado a un acuerdo, escriban S o No.
Para llevar a cabo esta secuencia, el docente debe conocer la escritura correcta de los
nombres de los utensilios de cocina que trabajar con los alumnos?
Esta secuencia cumple con el objetivo de reconocer los utensilios de cocina al escuchar,
leer y escribir sus nombres?
65
Formen un equipo con algunos de sus colegas y lean la historia real que aparece en
la columna izquierda de la tabla. Coloquen en el parntesis la o las letra(s) de la columna derecha, en la que se indican los saberes y haceres requeridos en cada caso.
Tabla 1
( ) Lola vive fuera de Mxico y se va a casar con un extranjero.
Su hermana Adriana y un amigo suyo estn de vacaciones con
ellos. Los novios necesitan comprar algunas cosas para su futura
casa. Adriana y su amigo irn a un almacn para comprarlas.
( ) Adriana y su amigo recorren la casa donde vive actualmente Lola. El novio escribe en su lengua una lista de las cosas
que necesitan para cada habitacin (dormitorio, cocina, etc.).
El novio lee en voz alta la lista mientras Adriana y su amigo
escuchan.
( ) Lola, Adriana y su amigo van al almacn a comprar lo que
el novio anot en la lista.
( ) Al llegar al almacn revisan las cosas anotadas en la lista.
Adriana copia las de la recmara, su amigo las de la cocina y
Lola el resto. Cada quien va a buscar las que le tocan.
( ) Adriana, su amigo y Lola saben preguntar en la lengua del
lugar cunto cuesta? y dnde est?.
( ) Adriana, su amigo y Lola no entienden el significado del
nombre de las cosas que quieren comprar; sin embargo, se
guan por la secuencia de grafas que copiaron, por los dibujos
de las cajas donde vienen los productos y por lo que recuerdan de
la manera en la que el novio de Lola las dijo al leerlas en voz
alta.
( ) Cuando encuentran en las etiquetas la misma secuencia
de grafas, empiezan a reconocer los nombres de las cosas, los
confirman al escuchar al vendedor y al encontrar en la caja la
misma escritura de la lista.
( ) Al regresar, agrupan las cosas que compraron por habitacin para asegurarse que tienen todo lo que necesitan.
66
67
Elijan del conjunto de palabras slo las que corresponden a los nombres de apa-
ratos, utensilios y muebles. Utilicen la imagen del almacn para corroborar que
su eleccin fue correcta.
Elaboren una lista con los nombres de aparatos, utensilios, accesorios y muebles,
organizados de acuerdo con la habitacin del hogar donde se utilizan (dormitorio, cocina, bao, etc.), usen la lengua original en la que estn escritos.
Tabla 2. Lista de aparatos, utensilios, accesorios y muebles del hogar
Cocina
Dormitorio
Sala
Comedor
Bao
De izquierda a derecha.
De arriba abajo.
De derecha a izquierda.
De abajo a arriba.
Compartan las dificultades a las que se enfrentaron y los sentimientos que ex-
68
Comenten cules creen que, en su opinin, sern las dificultades y los sentimien-
tos a los que se enfrentarn sus alumnos cuando realicen acciones en una lengua
que desconocen, y qu estrategias pueden utilizar con ellos para ayudarles a
enfrentarlas con xito.
Completen la tabla 3 con la informacin enlistada en la columna derecha de la
6
7
69
Quin conoce las estrategias que utiliza el hablante de la lengua inglesa en las diversas prcticas sociales de comunicacin oral y escrita?
Quin conoce las propiedades y tipos de textos orales y escritos con sus aspectos
fnicos, sintcticos y semnticos?
Quin debe saber cundo formular de manera explcita los conocimientos del sistema lingstico y los recursos de los textos orales y escritos de la lengua inglesa?
Quin reconoce cules y con qu grado de profundidad deben tratarse los temas que
se proponen en las preguntas anteriores, de acuerdo con la prctica correspondiente?
Renase con un colega, compartan y comparen sus respuestas. Consulten el Enfoque de Fundamentos curriculares del PNIEB para verificarlas.
2.
3.
4.
5.
Habilidades sociales.
70
6.
7.
8.
9.
10.
que no olvides que los nios han tenido experiencias dentro y fuera de la escuela; por eso, debes tomarlas en cuenta y aprovecharlas. Piensa, por ejemplo, qu
cosas hacen todos los das y salo.
S, s. Recuerda de dnde vienen, cmo hablan, qu pueden aprender. Claro! De
acuerdo con sus edades. Ah! Pero eso s, afortunadamente, hay muchas cosas
que todos los nios tienen en comn. Piensa en ellas y con lo que ya te dijimos,
no hay pierde. En fin cualquier cosa, slo pregunta.
S, s. Eso lo tengo presente El alumno es el actor principal de este show. Yo s
71
A partir del contenido de la conversacin anterior, as como de la lectura de la presentacin, los propsitos y las orientaciones didcticas de los programas de estudio
para el Ciclo 1, escriban el perfil deseable de los docentes de Ingls del Ciclo 1 del
PNIEB, adems los aspectos y las condiciones necesarios para planear su trabajo y
cumplir con los propsitos curriculares.
Para concluir
Lean y analicen el contenido de la siguiente tabla que resume el trabajo realizado a
lo largo de esta unidad.
El papel del docente en relacin con los alumnos
El docente*
Es
Hace
Un orientador y un facilitador.
Un modelo de habla y escritura de la lengua inglesa.
Un observador de las caractersticas de sus alumnos, y
sabe que stos:
Tienen
Son
Planea actividades
72
Sabe
estrategias de
comunicacin usadas
en las diferentes
prcticas sociales de
comunicacin oral y
escrita de la lengua
inglesa.
Las propiedades y
tipos de textos orales y
escritos con sus aspectos
fnicos, sintcticos y
semnticos.
El sistema de escritura
de la lengua inglesa y
sus convenciones.
Cundo deben
formularse de
manera explcita los
conocimientos del
sistema lingstico y
los recursos de los
textos orales y escritos
de la lengua inglesa.
Propsitos de la unidad
Analizar la importancia de reconocer el
Participen en una lluvia de ideas sobre los factores que intervienen en la planeacin
del trabajo en las aulas de los grados correspondientes al Ciclo 1 y realicen las siguientes acciones:
Aporten sus ideas y contribuyan a construir consensos.
Tomen nota de las ideas expuestas que consideren que favorecen a la tarea.
Elaboren una lista de los factores con los que la mayora est de acuerdo.
Lista de factores involucrados en la planeacin del trabajo en el aula
Renase con un colega y revisen el apartado Orientaciones didcticas, de los programas de estudio del Ciclo 1. Con base en su revisin, expliquen y escriban las
razones por las que conviene considerar los factores que se sealan en los incisos
siguientes para planear el trabajo en el aula.
a) Situaciones comunicativas.
Los tiempos, porque
74
En qu espacios se presenta con ms frecuencia el idioma ingls (por ejemplo, zonas arqueolgicas, donde es posible estar en contacto con el ingls en
forma oral y escrita).
En qu materiales se pueden encontrar textos en ingls (por ejemplo, envolturas o empaques).
Asignatura de Educacin Fsica
Entorno extraescolar
Pelotas
Aula
Direccin
Libros de consulta
Patio
Programas de televisin
Peridico mural
Espacio
Plaza
Casa
Hora de ver una caricatura
Recreo
po
Escuela
Ti
em
ria
ate
Hora de la merienda
Rincn de lectura
Anuncios
Cartulinas
Sanitarios
Empaques diversos
75
Tiempo
Espacio
Material
Entorno
extraescolar
Escuela
Aula
Renase con varios colegas, elijan uno de los tres grados del Ciclo 1 del pnieb y realicen las siguientes actividades:
Seleccionen un bloque y un ambiente de aprendizaje.
espacios y actividades propios del aula, escuela y entorno extraescolar que resulta pertinente tomar en cuenta para planear el trabajo.
Completen la siguiente tabla con la informacin que definieron.
Ciclo______ Grado________ Ambiente____________________________
Prctica social del lenguaje_______________________________________
Tiempo
Espacio
Entorno
extraescolar
Escuela
Aula
76
Material
Lean los siguientes dilogos entablados por varios nios y, con base en ellos, elijan
una de las dos conclusiones que se presentan para cada caso.
Ayer mi abuelita y yo
hicimos un pastel.
No, no te preocupes
Samuel. Mira, si le jalas de
aqu y de ac, la bolsa se
abre fcil.
Qu bien!
en que se encuentran.
b) Los alumnos pueden realizar actividades
a) Los nios aprenden acerca de una lengua extranjera en lugares diseados especficamente
para ensear stas.
b) Los nios aprenden acerca de una lengua extranjera en todos los lugares donde pueden interactuar con sta.
77
Descubra cmo armar el siguiente rompecabezas y, una vez que encuentre las piezas
que forman un enunciado, escriba en el rompecabezas vaco las dos partes que eligi
para completar el enunciado.
Familiar y comunitario
Literario y ldico
Acadmico y de formacin.
78
Ciclo 1, para corroborar que utiliz las piezas correctas del rompecabezas.
De los grados del Ciclo 1, seleccionen el de su inters de manera que los equipos
trabajen con uno solo. Ubiquen y revisen las tablas de contenidos programticos de la
siguiente manera: en 3 de Preescolar el ambiente familiar y comunitario, en 1 de
Primaria el ambiente literario y ldico, y en 2 de Primaria el ambiente acadmico y
de formacin. Realicen las siguientes actividades:
En funcin de la edad y del lugar donde viven los alumnos del grado que selec-
cionaron, elaboren una lista con los recursos y materiales que, en su opinin,
consideran pertinentes para trabajar los contenidos del hacer, del saber y del ser
y para elaborar los productos.
Comenten las ventajas de que los nios con la ayuda del docente elaboren ciertos
79
80
Lean los siguientes enunciados y marquen con una cruz la opcin (F o V) que
corresponda.
1. Los materiales deben dar informacin de los temas a tratar, aunque no se espera que stos interpreten la realidad
o sean modelos de lenguaje autntico.
FV
FV
FV
FV
FV
6. Los materiales deben considerar las caractersticas individuales de los alumnos y las del grupo.
FV
7. Los materiales deben ser diversos, aunque no necesariamente deben despertar el entusiasmo de los alumnos por
el tema.
FV
FV
9. En las competencias especficas de las prcticas sociales del lenguaje se utilizan y elaboran materiales que
implican el trabajo individual, en equipos, en binas y
en grupo.
FV
81
Renanse con varios colegas, observen el siguiente plano, que representa la distribucin y organizacin que le dio un docente de Ingls al espacio del aula, y ubiquen
los siguientes elementos:
La ubicacin de los nios, sealada con nmeros.
para poemas, para los big books, para escribir y una silla.
Una mesa con audiolibros y grabadora para escucharlos.
El estante para las mochilas.
Puerta
Mesa
13
tapete
rotafolio para
poemas
20
12
11
21
Seccin
de matemticas
18 Mesa 16
17
10
9
15
Silla
rotafolio para
big book
c
6
Mesa para
audiolibros
rotafolio para
escribir
estante
19
14
rea de cmputo
82
Actividades
1. Reconocer el tema,
propsito y destinatario
de una prctica.
4. Practicar la
pronunciacin de
palabras que riman
y deletrearlas.
5. Marcar, con un
instrumento, aplausos
u otras acciones fsicas,
palabras que riman al
escuchar una rima o
cuento en verso.
7. Identificar los
elementos musicales
del lenguaje literario:
rimas, sonidos, etctera.
* Fuente: A. Zabala Vidiella (1997), La prctica educativa. Cmo ensear, Barcelona, Gra.
83
Con base en el grado, bloque y ambiente con el que han venido trabajando, y en
funcin de las modalidades ms apropiadas para el tratamiento de los contenidos
programticos propios de la actividad especfica involucrados: a) discutan cmo
organizaran el espacio del aula de manera que sea posible generar las condiciones
de trabajo ms propicias para alcanzar los propsitos, y b) elaboren un plano que
represente la organizacin y distribucin del aula.
Plano para organizar y distribuir el espacio del aula
Bloque
, ambiente
competencia especfica
del grado
Renase con un colega, consulten los propsitos del Ciclo 1, revisen la figura 3 y la
tabla Tiempos y nmero de sesiones por semana destinados a la asignatura de Ingls que se presentan en el apartado Observaciones generales de los Fundamentos curriculares del PNIEB, y reflexionen en torno a las siguientes preguntas:
Las horas de exposicin al ingls que tiene un alumno al terminar el Ciclo 1 son suficientes
para alcanzar el propsito que se establece?
Las horas de exposicin al ingls que tiene un alumno del Ciclo 1 al ao permiten que
ste se familiarice y tenga contacto con el ingls?
84
Renase con varios colegas, compartan las reflexiones y respuestas que generaron
en la actividad anterior y realicen las siguientes acciones:
Revisen los contenidos programticos de los dos ambientes que contiene el bloque
del grado escolar con el que han venido trabajando y, en funcin de las dos horas
y media a la semana que tiene la asignatura, decidan cuntas semanas destinarn a
la primera competencia especfica que aparece en el bloque y cuntas a la segunda. Registren el nmero de semanas en la siguiente tabla.
Grado escolar
Bloque
Prctica social del lenguaje
Competencia especfica
Competencia especfica
Comenten, expliquen y compartan los aspectos que tomaron en cuenta para de-
85
El grado de dificultad que tienen para los alumnos los contenidos de la prctica
social del lenguaje y los aprendizajes esperados.
Para concluir
Lean y analicen el contenido de los siguientes diagramas que resumen el trabajo
realizado a lo largo de esta unidad.
Diagrama 1
Tiempo
Espacio
86
Materiales
Diagrama 2
Elaborados por
Docentes
Alumnos
Instancias
distintas
a la escuela
Diagrama 3
Caractersticas
Formato
Contenido
Lenguas
Nivel de dificultad
87
Tamao y posicin
Tipos de textos
Bibliografa
Annandale, Kevlynn et al. (2007), First Steps: Linking Assessment, Teaching and Learning, 2a ed.,
Estados Unidos, Steps Professional Development.
Arnau, Laia y A. Zabala (2007), 11 ideas clave. Cmo aprender y ensear competencias, Barcelona, Gra.
Biddle, Bruce et al. (2000), La enseanza y los docentes II. La enseanza y sus contextos, Barcelona, Paids.
Constitucin Poltica de los Estados Unidos Mexicanos, disponible en: www.cddhcu.gob.mx/
LeyesBiblio/pdf/1.pdf.
Delors, Jack et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones
Unesco.
Domnech, Joan y Jess Vias (1997), La organizacin del espacio y del tiempo en el centro
educativo, Barcelona, Gra.
Estaire, Sheira (2006), La aplicacin del enfoque por tareas al aprendizaje de lenguas en segundo y tercer ciclo de primaria, en Susanna Arnega (comp.), Las lenguas extranjeras
en el aula. Reflexiones y Propuestas, Barcelona, Gra.
Goodman, Kenneth (1998), El lenguaje integral, Buenos Aires, Aique.
Lerner, Delia (2001), Leer y escribir en la escuela, Mxico, fce/sep.
Lomas, Carlos (1999), Cmo ensear a hacer cosas con las palabras. Teora y prctica de la educacin lingstica, vol. I, 2 ed., Barcelona, Paids.
Rogoff, Brbara (1993), Aprendices del pensamiento. El desarrollo cognitivo en el contexto social, Barcelona, Paids.
Sacristn, G. (2008), Educar por competencias, qu hay de nuevo?, Madrid, Morata.
Sacristn, G. y A. I. Prez Gmez (ed.) (2008), Comprender y transformar la enseanza, Madrid,
Morata.
Secretara de Educacin Pblica (2007), Programa Sectorial de Educacin, Mxico.
Zabala, Antoni (1997), La prctica educativa. Cmo ensear, Barcelona, Gra.
88
Anexo
What are the most efficient and valid ways to collect the information?*
Focused observation.
Ability to stop, look
and listen.
Formal: observations are planned and focus on predetermined criteria and students.
Informal: observations are unplanned but often reveal what students can do in a
Products. Further
information can
be gathered from
students oral,
written or visual
work products. The
teachers can assess
student products that
have been created
during the process
of learning, not only
the final products
that are a result of
learning.
Conversations. One
the most important
ways to assess
students learning
is through the use of
talk.
for his o her own learning, and can provide teacher with insights into the students
learning: Log formats and Journals.
Think-alouds: are articulations of thoughts before, during and after tasks.
Work Sample: is anything (oral, written or visual) completed by students in authentic
communicative situations from which judgments about language learning can be
made. Teacher need to be aware of level of support provided, the processes and
strategies used by individual student and the group dynamics involved, for all may
influence the outcome of the product being assessed.
Retells: are a simple activity that is flexible in its use and provides an opportunity
for students to transform a text into their own words after reading, listening or
viewing. Requires students to read, or listen a reading, organize key information they
understood form the text and then prepare to share and compare their retell with
others. Can be shared orally, in written form, as a drawing or through drama.
Surveys and Questionnaires: Consist of a series of statements or questions about
which students or parents are asked to express their agreement, disagreement, or
other response. Can be created to link to a particular assessment focus; e. g. values,
interest, emotions and attitudes, confidence, or processes and products.
Test: is another way of gathering data about a students development. Results are of
more value when used in conjunction with other assessment tools.
groupings. These include: one-on-one conferences-teacher and student; peer conferencestudent and student; small-group conferences-students; three-way conferences-student,
teacher and parent.
Interviews: Are a one-on-one question-and-answer conversation between a teacher
and student or teacher and parent. Depending on the type of questions asked,
conducting interviews can provide a wealth of useful assessment information.
Written responses to interview questions are useful, as they can be taken away and
analyzed at a later time.
Fuente: K. Annandale et al. (2007), First Steps: Linking Assessment, Teaching and Learning, 2a ed., Estados Unidos,
Steps Professional Development.
89
Presentation
he regulating principles established by Article third of the Constitution, as well as the educational transformation encouraged
by the 2007-2012 National Development Plan (Plan Nacional
de Desarrollo) and the objectives outlined in the 2007-2012Education Sector Program (Prosedu: Programa Sectorial de Educacin) have established the
leading basis to provide direction and sense to the actions in public education policies in Mexico for the coming decades.
Within this framework, and based on the attributions granted by the General Law of Education (Ley General de Educacin), the Secretariat of Public
Education(Secretara de Educacin Pblica) proposed as one of Prosedus
fundamental objectives to be achieved by 2012 to raise the quality of education so that students improve their level of educational achievement, have
a means of accessing to a better well-being and thus, contribute to the national development.1 The main strategy for attaining such objective in Basic
Education is to carry out an integral reform in Basic Education, focused on
the adoption of an educational model based on competencies that corresponds to the developmental needs of Mexico in the XXI century,2 envisaging a
greater articulation and efficiency among preschool, elementary and secondary
school.
Prosedu has also established that the criteria for quality improvement
in education must be applied to teacher training, the updating of curricula and syllabus contents, pedagogical approaches, teaching methods, and
didactic resources.3 Simultaneously, Unesco4 has indicated thateducatio-
91
nal systems are to prepare students in order to face the new challenges of
a globalized world, in which the contact among multiple languages and
cultures becomes more and more common every day. In this context, the
educational system is compelledto help students understand the diverse
cultural expressions in Mexico and the world.
It is from this perspective that the Secretariat of Public Education acknowledges the necessity to incorporate English as a subject to the curricula of
preschool and elementary education, as well as to make suitable adjustments
to the English subject curricula in secondary school, with the purpose of
articulating the teaching of this foreign language in the three levels of Basic
Education. By means of this articulation, it is expected that by the time students
complete their secondary education, they will have developed the necessary
plurilingual and pluricultural competences to successfully face the communicative challenges of a globalized world, build a broader vision of the linguistic
and cultural diversity at a global level, and thus, respect their own culture as
well as that of others.
In order to carry out the actions that enable the articulation of English
teaching, the Secretariat of Public Education has implemented the National
English Program in Basic Education (nepbe, or pnieb: Programa Nacional de Ingls en Educacin Bsica) from which syllabuses for the three levels of Basic
Education are derived. Such syllabuses are devised based on the alignment
and standardization of national and international standards, the selection
of criteria for teacher training, the establishment of guidelines for the design
and evaluation of educational materials, as well as the certification of English
language proficiency.
One of the above actions is to organize national academic meetings
to strengthen English teachers, in order to provide them with information
and technical-pedagogical instructions, aiming at contributing to the necessary measures to be taken for the implementation and generalization of the
corresponding four-cycle syllabuses in the National English Program in Basic
Education.
92
Introduction
he nepbe includes the organization of national meetings in its testing stages, aimed at the academic strengthening of English
teachers in Basic Education. These meetings
are intended to provide a space to reflect on
the characteristics and components of the Syllabuses.
The possibility of making the development of nepbes syllabuses a viable reality in
the educational practice of those in charge of
the teaching of Second Language: English
will depend on the commitment and response that the various actors in the school community (educational authorities, teachers,
students, parents or guardians) show in face
of the challenges posed by both the adoption
of this subject by the preschool/elementary
syllabuses and the adjustments made to that
subjects syllabuses in secondary level.
From this perspective, the work guides
which complement the training workshops
of which Cycle 1 is included here represent
the opportunity to share qualms, questions
and expectations about the curricular proposal and the possibility to reflect upon its propositions and elements, so that it is feasible to
incorporate it into the educational practice of
93
requires that teachers are capable of appreciating both the relationship between the
English language and social context, as well
as the functions and social/cultural meanings
involved in the processes and behaviours inherent to various communication situations.
The National English Coordination has
undertaken the task of developing, for its
2011-2012 school year phase of expansion,
the aforementioned national meetings for Basic Education English language teachers, along
with the corresponding Working Guides and
Leveling Guides, with the purpose of displaying the parameters and elements of the curricular proposal contained within its syllabuses as well as offering the didactic background needed for its adoption.
In groups
In pairs
94
Plenary meeting
Purposes
Recognize and understand the regulatory
95
96
Bearing in mind the information above and according to your opinion, circle the
group or groups of Mexicans that are entitled to education in your country.
Write three statements that guide education to achieve at least one characteristic established in Article third of the Constitution: national, democratic, lay, free and compulsory. Look at the example.
Promote collective commitments oriented to the defense of human rights, respect for diver-
97
Get together with colleagues who teach the same grade of Cycle 1 and check the
answers of the previous exercises. Then, carry out the following activities:
List and describe the most relevant aspects that characterize the students you teach
and that, in your opinion, are necessary to consider when teaching the contents of the
subject. Look at the example.
The students of grade
Discuss and define the rules of conduct that you consider appropriate to set in class,
along with your students, in order to promote respect for diversity, rejection of violence and instillment of values aimed at a healthy coexistence.
Considering the characteristics of students and the information discussed, define the
Class Rules. Look at the example given for 3rd grade of Preschool.
Class rules
Yes
No
98
Read the information in the tables below. Check in the syllabus of the grade you have
been working with and write on the empty column the collective commitment that
needs promoting. Look at the example.
Collective commitment
The same rights for all students.
Collective commitment
Collective commitment
Collective commitment
Compare your answers to the previous exercises. Exchange points of view to reach
consens.
99
The table below shows the Teaching Guidelines that led to the elaboration of the
nepbe Syllabuses. Read the statements, and in your opinion number them from 1 to 8
according to their importance.
Guidelines for the development of the nepbe curricular proposal
____ Align secondary education with primary and preschool.
____ Focus the students formation:
a) On the competencies to do, to know and to be through.
b) On the identity, differences and social characteristics.
____Offer the same educational opportunities to all students.
____ Generate conditions for the coexistence among young people. Encourage their
creativity and find answers to their interests, needs and knowledge.
____ Promote collective commitments, directed to the defense of human rights, the respect
to diversity, the rejection of violence and the strengthening of values directed to
coexistence.
____Incorporate the use of new Information and Communication Technologies (ICT), as a
tool for study.
____Consider the postulates of education in Mexico: national, democratic, free of charge,
obligatory and laical.
____ Include, the learning contents from the fields of knowledge of the curriculum, and the
pertinent proposals for the teaching of the subjects.
Check the Syllabuses for Cycle 1, identify and write five pieces of evidence showing
the linkage between Preschool and Elementary school. Look at the example.
Evidence that shows the linkage between Preschool and Elementary school
Example: Both levels share the same object of study.
1.
2.
3.
4.
5.
100
S hare your answers. Look over in the syllabuses of the grade you have been working
with, for examples that show that students education focuses on competencies and
do the following activities:
Choose a specific competency and write it down in the figure Competency.
Bearing in mind the chosen specific competency, select content from the Knowing
about the language, Doing with the language and Being through the language.
Make sure that the Knowing about the language and the Being through the language contents are the ones necessary to carry out the Doing with the language
content.
Example
Doing
with the language
Predict types of
everyday activities,
based on non-verbal
language and
familiar words.
Being through
the language
Language as a way
of telling everyday
activities.
Specific competency
Explore and respond
to greeting, farewell
and courtesy
expression.
101
st
Doing with
the language
Doing with
the language
Knowing about
the language
Knowing about
the language
Identify work strategies that promote learning opportunities for all students in the
Cycle 1 Syllabuses. Write two examples on the lines.
102
Similarities
Differences
Look at the following images and discuss which ones relate to the Information and
Communication Technologies (ict) that can be used to support the teaching/learning
of English and which ones do not. Then perform the following actions
Choose a grade from Cycle 1 and find the charts of curricular content in the sy-
llabuses.
Select the social practices of the language that can use the
icts
103
104
nepbe
Curricular Founda-
Choose a grade and according to the time assigned to the subject of English and the
purposes of Cycle 1, write the students expected profile for the grade chosen. Write
the grade as a title.
Compare the answers given to previous exercises with the expected learning
Read and compare the following scenarios that describe the students profile after 3rd
grade of Preschool, 1st and 2nd grade of Elementary school. Discuss the similarities
and differences between them.
105
Recognizes and identifies English as a language and culture other than her own. Shows a positive attitude towards
learning the language. Understands basic greeting and
courtesy expressions used in the classroom. Shows motivation and interest in participating in everyday life communicative situations.
10
Unlike the second case, explain the reasons why the profile of the first one does not
meet the objectives of the nepbe. Write your conclusion.
To conclude
Read and analyze the following diagram shown in the conference sessions that summarizes the work done in this unit.
Diagram 1
National
Lay
Democratic
Article third of
the Constitution
Regulatory
guidelines of the
nePbE
Compulsory
Free
106
Diagram 2
Diagram 3
What
To whom
Curricular focus
Knowing
about
Being
through
Doing with
Preschool
Competence
Identity
I
Elementary
school
Social
Characteristics
Secondary
school
Differences
Diagram 4
How
Opportunities
Conditions
Commitments
Technical formation
Coexistence
Human rights
Abilities
Creativity
Respect to wards
diversity
Competence
Answer to:
Rejection of
violence
Interests
Needs
Knowledge
Values
107
ict
Purposes
Think about the general objectives of the nepbe
108
1
2
ead the purposes on the following table which many schools and teachers have
R
used for the teaching and learning of English.
Write the advantages and disadvantages of using one or both purposes, for you and
your students.
That the students learn
Advantages
109
Disadvantages
Find the general purpose of teaching English in the syllabuses of Cycle 1. Compare it
with the prior ones and answer the following questions:
What is the difference between the general objetive of the nepbe and the purposes in the previous
table?
Are formal and functional characteristics of the English language considered in the general
purposes of the nepbe? Why?
Read the following parts of nepbe general purpose and write on the line which of their
characteristics (formal, functional or both) are included, and in your opinion number
them from 1 to 5 according to their importance. Write the number in the parentheses.
110
Complete the next table by writing on the column on the right the meanings of the
following nepbe specific purposes of Cycle 1.
Purposes of Cycle 1
At the end of Cycle 1, students will be able to:
Recognize the existence of other cultures and
languages.
Get together with colleagues, talk about the answers to prior exercises, discuss them
in order to reach consensus.
111
Choose two specific purposes of Cycle 1 and complete the following specific competencies. Write the grade as a title. Look at the example.
Purpose:
List of specific competencies:
Listen
Express
Participate in the reading of
Participate in the writing of
____________________________
Purpose:
List of specific competencies:
Listen
Express
Participate in the reading of
Participate in the writing of
112
Read the following information and share your opinions and points of view.
If the school teaches how to listen, speak, read and write with the only purpose of students
learning to do so, then, they wont learn to use these abilities to accomplish other purposes,
such as, the ones one has in social life.
If the school (or the text books) abandon the didactic purposes and assume the ones in the
social practice, it will abandon its teaching function as well.
Source: (Adaptation) D. Lerner (2001), Leer y escribir en la escuela, Mxico, FCE/SEP.
10
Explain and discuss how to solve the tension of the purposes previously mentioned
in the specific competencies suggested in exercise 7. Write your conclusions on the
lines.
Select one of the purposes you chose on exercise 7. Describe, on the lines below,
the necessary steps to follow in the planning, in a way that the practice with students
includes how to learn to listen, talk and read, as well as to use these four basic skills
within the context of social life in which English is used.
113
Read the social practices of the language in the following table and mark with a
the language or languages that you consider can be worked with the students.
Practices socials of the language
Mother tongue
English language
Discuss news.
Write e-mails.
Read advertisements.
Read stories.
2
3
Get together with a colleague. Discuss your answers to the prior exercise and reach
a consensus.
Look at the images showing real communication contexts. Write on the lines, how
you would use language using one or two actions within the following contexts:
Communicate ideas and feelings.
Access information.
Establish and maintain relationships with people.
Build knowledge.
Organize thinking.
114
Holidays
Civic ceremony
nepbe
A gathering with
friends
Write on the lines the definition of language from the prior exercise.
Check the
nepbe
Foundations. Compare it with the one you wrote and discussed whether or not
you managed to solve the prior exercise, how you did it and why.
115
Read the following statements and write on the column whether they are False (F) or
True (T):
Skills, knowledge and attitudes are not always needed in communication because they
are used separately.
Basic language skills (listening, speaking, reading and writing) are the components that
constitute the social practices of the language.
What matters in the social practices of the language are attitudes and knowledge of the
language.
Social practices of the language are characteristics of the mother tongue which cannot
be developed in a English language.
Attitudes, skills and knowledge are the components that make up the social practices of
the language.
Social practices of the language vary according to the situational context in which they
are developed.
There are social practices of the language that are developed at school.
It is not possible to participate in social practices of the language without first mastering
the formal aspects of language.
After finishing the prior exercise, look at the definition of social practice of the
116
Read the information on the table and write in the column a possible reason why the
participation in the social practices of the language, from the left column, was not
successful.
Participation in the social practices
of the language
Example:
S/he read his/her grandmothers recipe, but the cake
was not fluffed.
Choose one of the cases from the table above and write what knowledge and/or attitudes are needed to work with the language and achieve a successful participation
of the people involved in the prior practices of the language.
117
Complete the following chart by writing the Doing with the language, Knowing about
the language and Being through the language, that you consider necessary to write a
letter of resignation. Look at the examples.
Doing with the language
To conclude
Observe and explain the following diagrams that summarize the contents worked on
this unit.
118
Diagram 1
General purposes of the nepbe
Purpose of Cycle 1
Diagram 2
Social practices of the language
Doing with
the language
Knowing about
the language
Being through
the language
Communicative actions
developed in concrete
interactive situations.
119
Purposes
Think about the context of the social practices
120
Read the following texts and make sure the words in bold correspond to the main
ideas.
Mind and reasoning are concepts that cannot be considered as independent from the
activities and environments in which they are manifested,* since knowledge is not isolated
from the cognitive process, nor are people from the activities and environments in which
they operate. Therefore, the mind and social-cultural environment are mutually constructed.
As stated by Lave, cognition is placed in the process of experiencing the world and in the
experienced world, through activity, in a context.
The acquisition of culturally-significant knowledge according to Lave (1991 in B. Biddle et
al., 2000:40): should be understood as the process through which one becomes a member
of a community [this is to say as] the progressive possession of the legitimate peripheral
participation of a whole person in some practicing communities. Lave (1991 in B. Biddle
et al., 2000:40) states as well: in which experts and apprentices interact in a culturallysignificant practice.
Learning constitutes, as stated by Rogoff (1994 in B. Biddle et al., 2000:42), a function
in the changing of roles which is produced when a person participates in a community of
learners and becomes an expert member in it and, it is defined as a transformative process in
participation. Therefore, involvement is the most pressing matter, while the changes in the
nature of the activity are produced through the progressive involvement of the learner.
Development is the process, which occurs when a person relates to, understands and
handles problems or specific types of activities, turning these into units of analysis and
interpretation. As such, fundamental in cognitive development is collaborative espousement
understood as a progression in the nature of the interaction between an adult (expert) and a
child (apprentice), as can be affirmed paraphrasing Rogoffs concepts.
Adapted from: B. Biddle et al. (2000),
La enseanza y los profesores II. La enseanza y sus contextos, Barcelona, Paids.
* The emphasized sections are not originally in the text.
121
Discuss and exchange opinions and points of view on the previous text. Read the
following information which corresponds to one of the highlighted parts of the above
text.
Mind and reasoning are concepts that cannot be considered as independent from the activities
and environments in which they are manifested.
Check section Foundation in Curricular Foundations. Analyze the effect of this information on the subject of English language and complete the following phrases:
The reasoning about the formal aspects of English cannot be conceived separated
from the communicative activities neither from the social environments in which
they appear because
think about it
son goes through in order to acquire knowledge, then social environments are
conceived as
122
Get together with colleagues and discuss the answers to the previous exercises. Choose
a grade of Cycle 1 and do the following activities:
Read and discuss the information shown in the first column of the table which
or behaviors that speakers adopt in order to do what is indicated in the first column of the table. Once you reach an agreement, write the types of knowledge
and attitudes or behaviors on the second column.
3rd grade Preschool
Follow the steps in an illustrated recipe.
Understand questions about objects in
the classroom.
Read basic information concerning
a specific geography topic with the
support of a graph.
123
Read the following information which corresponds to the highlighted part of the concept quoted by B. Biddle at the beginning of this unit. Explain in your own words
what culturally meaningful knowledge is. Write only one answer.
Write on the left column tha name of three communities you are member of and
a) Im a member of
because
b) Im a member of
because
c) Im a member of
because
Reflect upon the following definition of learning that belongs to one of the
highlighted portions of the text with which this unit begins and share your interpretations.
Learning constitutes [a] change of roles which is produced when a person participates in a
community of learners and becomes an expert member of it.
Read the following social practices and underline expert or apprentice depen-
ding on the case. If your choice was expert, write how you managed to be so, or
how you could become one if your choice was apprentice.
124
6
7
Expert
Apprentice
b) Use TV:
Expert
Apprentice
Expert
Apprentice
Check the table Cycle 1 Social practices of the language distribution by environment. Discuss in which specific competencies you think you are experts, in which
ones you are not and why.
Based on the highlighted parts of the text Concepts derived from the subjects approach at the beginning of this unit, think and discuss how the specific competencies can be transformed into units of analysis and interpretation for your students.
Development [] process which occurs when a person relates to, understands and handles
problems or specific types of activities, turning these into units of analysis and interpretation.
125
Select a specific competency by grade and write in the box what is needed for ap-
prentices to become experts in such specific competency with English. If necessary, check the contents of the specific competency you chose in the Syllabus.
Apprentice
Expert
Apprentice
Expert
Apprentice
Expert
126
Read and complete the following statements. Write in the parenthesis the correct
option.
a) The set of basic language skills: listening, speaking, reading and writing.
b) The set of formal knowledge derived from the models that constitute a language.
c) The set of social practices of the language, understood as forms of interaction through speech
and text.
a) Know about the components of the English language, based on the analysis of linguistic, phonological
and morphological models, as well as the analysis
of sentence and text.
b) Know how to communicate effectively in English in
different social and cultural contexts, and how to
use English in those situations and according to the
purposes of communication in this language.
c) Interpret and produce the meanings of different texts
and speeches in English.
127
Find and read the section Organization and Distribution of Contents in the stu-
What do we need to know in order to interact with the news? Mention four types of learning.
What is the attitude of people when listening to personal news? Mention two.
Example
Graphic distribution
Work
Listen to them
Familiar
Purpose
Tell them
News
Write them
Academic
128
Receiver
Theme
Comunity
Read them
Write on the right column of the following table, the differences between the curriculum proposal of the nepbe and its focus on the social practices of the language
with the statements listed in the left column. Notice that the first proposal does not
imply to address the skills or knowledge of the language in a hierarchical order, since
they will depend on the social context in which the social practice of the language
is carried out.
129
Get together with a colleague and think which of the components listed below relates to the information in the boxes. Once you establish such association, write the
components on the correct place in The changes in education table at the end of
this exercise.
a) Social mediation
b) Teaching
c) Homework
d) Learning
e) Tools
f) Assessment
g) Curriculum
Notes.
Standardized tests.
Content representation.
Guided transformation.
Active construction.
Connections/
Sequenced.
Fixed.
telecommunication.
learn.
Collaboration.
Discourse.
articulation.
Individual.
Competence.
Recitation.
Contextualized.
Addition of information.
Hierarchies.
Descontextualizad.
Interwoven matrix.
Authentic.
Set of representations.
Artifacts (instruments).
Isolated.
Sequenced material.
Exercise worksheets.
Broadband telecommunication.
Based of performance.
individual files or portfolios.
Delivery of contents.
Direct transmission.
Today
Communities of learning
individuals.
Collaboration.
Speech.
Before
Individual.
Competition.
Recitation.
* Source: (Adaptation) B. Biddle et al. (2000), La enseanza y los profesores II. La enseanza y sus contextos, Barcelona,
Paids, p. 137.
130
units.
and
specific competencies.
is proposed as an
example.
Throughout the units, the social practices of the language and specific competen-
.
The
specific competencies.
Each unit is divided into
in the appendix.
To conclude
Read and analyze the following diagrams that summarize the contents worked on
this unit.
Conceptions of language
Approaches
Structuralist
System of elements related
structurally in order to codify
and decode meaning.
Functional
Medium which allows
the expression of
functional meanings.
131
Learning objective
Structuralist
Knowledge of the systematic
elements: phonologic units,
grammatical units, grammatical
operations and lexical elements.w
Functional
Emphasizes the semantic and
communicative dimensions and
focuses on the specific organization
of the teaching contents rather than
the grammatical elements by using
meaning and function categories.
Diagram 1
Sociocultural
Concentrates on the processes
through which social practices of
the language are built in everyday
life through interactive exchanges
and the discussion (negotiation)
of meaning in several different
contexts.
Diagram 2
Familiar and
community
environment
Specific
competencies
Social practices
of the
language
Academic
and educational
environment
Literary
and ludic
environment
Specific competencies
Social learning
environment
Doing with
the language
Knowing about
the language
Being through
the languaje
132
Assessment
Purposes
Identify how assessment for learning can
133
Based on your experience in the teaching and assessment of English in Basic Education, answer the following Yes or No questions:
a) Do you usually assess at the end of a unit and at certain points during the school term?
b) Do you assess in order to acquire information that allows you to adjust work in the
classroom to support the needs of your students?
c) Do you assess to let your students know if they managed to fulfill the proposed tasks?
d) Do you assess to help your students recognize their strengths and weaknesses in order
to help them in their learning process?
f) Do you assess only once you reach certain achievements with the students?
h) When assessing, do you purpose to consider a balance between what the students do
and what they know?
134
Read the following information about assessment for learning and underline the ideas
that in your opinion support your answers to the previous questions.
Wiggins (quoted by B. Biddle)1 states that assessment: Must become a fundamental experience
for the students learning, allow an analysis of his/her reasoning and adopt multiple and diverse
styles. To fulfill all of these requirements, assessment tasks must reflect the characteristic activities
and the challenges that are characteristic of the practicing community.
According C. Lomas:2 To assess is a process directed towards knowing how learning has been
produced in accordance to the goals we aspire, to the selection of contents we have produced and
to the tasks we have developed along with the students.
According to D. Lerner:3 Assessment of learning is essential since it provides information about
the function of didactic situations that allows the reorientation of instruction, to make necessary
adjustments in order to advance towards the fulfillment of the aims.
As A. Zabala affirms:4 In order to assess competency it is necessary to have reliable data about
the learning level of each student in relation to the competency in question. This requires the use
of various instruments and didactic resources that work in function of the specific characteristics
of each competency in the different contexts where it could or should be carried out.
Finally, G. Sacristn5 considers that: It is about transforming exam worship, rooted in habit
and routine as a tool for control, both in the assessment culture and the practice of education.
Transitioning from the exams static condition towards the motion of class interaction, dialogue and
exchange, in which the information is crucial to the construction of learning and the overcoming
of obstacles, mistakes included.
Based on the prior text, check the answers given in exercise 1, then do the following
activities.
B. Biddle et al. (2000), La enseanza y los profesores II. La enseanza y sus contextos, Barcelona, Paids, p. 158. Due to
the lack of the original material in English, the quotes in English throughout the text were reformatted by
the translator.
2
C. Lomas (1999), Cmo ensear a hacer cosas con las palabras. Teora y prctica de la educacin lingstica, 2 ed., vol. I,
Barcelona, Paids, p. 111.
3
D. Lerner (2001), Leer y escribir en la escuela, Mxico, fce/sep, p. 147.
4
L. Arnau y A. Zabala (2007), 11 ideas clave. Cmo aprender y ensear competencias, Barcelona, Gra, p. 204.
5
G. Sacristn (2008), Educar por competencias, qu hay de nuevo?, Madrid, Morata, p. 223.
135
Put a check ( ) on the space if your answers to that question remains the same,
b)___
c)___
d)___
e)___
f)___
g)___
h)___
Circle the letters of the questions whose affirmative answer is congruent to the
b)
c)
d)
e)
f)
g)
h)
Write a personal definition of assessment of learning that uses the central ideas
4
5
Get together with a colleague. Compare and discuss your answers to the previous
activities.
Look over purpose of English language teaching for Cycle 1, use it as a reference
along with the work done in Unit 2 to discuss the characteristics assessment must
have in order to acknowledge and evaluate the students progress in the learning of
the curriculum contents. Write your answer on the lines.
Characteristics of assessment of learning done in Cycle 1
136
Analyze and comment the following diagram by Gimeno Sacristn,6 which focuses
on the steps followed to assess as well as the pedagogic, politic, ethic and technical
decisions and dilemmas to which one should respond to.
Formal steps
Narrow to or focus on a
specific reality
Select a condition
or characteristic
Identify pertinent
information
Options
Elaborate information
Get together with colleagues who are teaching the same grade as you and do the
following activities.
Look over purpose of English language teaching for Cycle 1; choose a specific com-
Using the learning purposes, the table of contents and achievements as a referen-
ce, make an assessment proposal for the specific competency previously chosen
by answering the questions posed in the prior scheme.
(Adaptation) G. Sacristn y A. I. Prez Gmez (ed.) (2008), Comprender y transformar la enseanza, Madrid, Morata,
p. 345.
137
Read the section Assessment in the syllabuses for Cycle 1, and then do the following activities.
Comment on the formal aspects (global, continuous and formative) that characte-
rize the assessment established in the syllabuses and, based on them, write a definition of assessment which contemplates them in the first portion of the following
table of contents.
Complete the rest of the table of contents by writing the relevant information in
Purposes
Sources of information
Instruments
Peer feedback.
Portfolios or dossiers.
138
Read and discuss The initial literacy process. Find the Units for the three grades of
Cycle 1 and do the following activities:
Choose a specific competency from each Unit and divide them by grade among
through the language that can be used at the time of making the product indicated.
Discuss what tools are appropriate to assess students participation and perfor-
Unit:
Unit:
Achievements
Achievements
* Consult the appendix for further information on instruments of assessment, besides those reviewed in this
unit.
139
2
3
Choose one of the environments in which you applied the assessment tools. Reread
the social practice, specific competencies and achievements and think about what
can be assessed.
From the following tools, choose the one that corresponds to the grade you have
been working with in this unit, read its characteristics and complete it by considering
the suggestions for its elaboration.
3rd grade Preschool, Familiar and community environment, Unit 2
Timeline for self-evaluation
Timeline characteristics:
with illustrations or graphs that refer to the competencies that students will develop during the phases of the communicative situation designed for students to
learn the contents of a practice with the language.
140
a) Check the contents and achievements of the specific competencies and social practices of the language that will be assessed, bearing in mind the purposes of Cycle 1.
b) Define the actions to be assessed during the students participation in the actions
or activities designed to address the contents of the program.
c) Cut cards to form a timeline considering the number of actions to be assessed.
d) Draw images that illustrate the actions in which students are expected to participate.
e) Define the indicators to assess the students performance and develop the graphs
to represent them (i. e.: a happy face, a dubious face or a serious one).
f) Model to students how and where to paste the graphs that represent the indicators
so that they can self-assess.
Example
Locate the units of the three grades in Cycle 1s syllabuses, locate the achievements
and do the following activities:
Choose a unit per grade and, according to your interests, distribute the different
141
Read and comment the social practices of the language, the specific competen-
cies and the to do, to know and to be contents as well as the achievements for the
unit and grades youll be working.
Consult Cycle 1s purposes and write down in the corresponding sections the
1st and 2nd grade Elementary school, Literary and ludic environment, Unit 1
A format with rubrics for each grade
Characteristics of checklist
Check listings are a type of evaluation matrix that consists of a list of questions or
statements in order to assess the students communicative competence when participating in activities designed by the teacher to address the contents of specific
competencies.
The listing includes an evaluation scale that allows identifying and verifying the
performance and participation of students with regards to the contents and specific competencies of social practice.
Check listings can be used with different types of assessment: teacher-students,
Specify the didactic and social objectives of the problem, goal or product
that is intended to solve or accomplish in the communicative situation, while
teaching the contents of the activities and social practices of the language in
three different environments.
Specify the way students can achieve these goals.
Establish criteria which will allow assessing the students progress when participating in actions in different stages of the communicative situation.
Inform students through a scale about their attitudes towards the language as
well as what they need to do with and know about the language in order to
successfully participate in the different stages of the communicative situation
in each of the social practices.
Allow students to recognize progress or difficulties in their Doing with the
language, Knowing about the language and Being through the language when
participating in communicative situations.
142
a) Design a table of four columns and several rows (set the number of rows according to the number of questions to be asked).
b) Write on the top row from the second column, an evaluation scale with levels of
achievement, in this case three are suggested: yes, no, doubtful.
c) Elaborate a list of questions to assess the actions and performance of students
when participating in the actions for a specific competency.
Complete the following checklist by writing the questions to assess studentsactions
Specific competency:
Follow the steps to assemble an object
Yes
143
No
Doubtful
a) Make a table of four columns with multiple rows (set the number of rows according to the number of questions to be asked).
b) Write on the top row from the second column, an evaluation scale with levels
of achievement, in this case two are suggested: I managed ( ), I havent managed
yet ( ).
c) Define a list of indicators to assess the actions and performance of students when
participating in activities designed for a specific competency.
Complete the following check listing by writing questions to assess students
actions and performance when participating in the specific competency: Follow
instructions to carry out a simple science-related experiment.
Specific competency to be assessed:
Complete the checklist by writing the missing questions to assess this practice.
Show the assessment tool to the class. Explain the process followed in its preparation.
To conclude
Observe the following diagrams that summarize the work done in this Unit.
144
Diagram 1
Narrow to or focus on a
specific reality
Select a condition or
characteristic
Diagram 2
Assessment in the
NEPBE is characterized
for being
145
Diagram 3
Learning assessment
Objetives
Characteristics
Global.
Continuous.
Formative.
Instruments
Timeline.
Checklist or Format with rubrics.
146
Purposes
Analyze the characteristics required for the
147
Get together with a colleague and read the following sequence of activities used by
a language teacher working with preschool children.
Cooking utensils
Show a picture of the cooking utensils with its name and while doing so
Name them a couple of times.
Point at the name of the utensil.
Ask the children to repeat the name of the utensil after you.
Give some miniature pictures in order for the children to glue them in a quarter of a cardboard.
Distribute labels with names of the utensils.
Ask the children to place the labels below the pictures.
Discuss with a colleague the following questions. Exchanged views and when you
reach an agreement, write Yes or No.
To carry out this sequence, must the teacher know the correct spelling of the names of
the cooking utensils pictures that will be shown to the children?
Does this sequence meet the objective of recognizing utensils while listening to and
reading their names?
148
Form a team and read the following real life situations shown on the column on the left
of the table. Placed in parentheses the letters from the column on the right, which showed
the knowing about and doing with the language, required in each case.
Table 1
( ) Lola is going to marry a foreigner and she lives abroad. Her
sister Adriana and his friend are on holiday with them. The bride
and groom need to buy some things for their future home.
Adriana and her friend will go to a store to buy them.
( ) Adriana and her friend walk through the house where Lola
lives. The groom writes in his native language a list of things they
need for each room (bedroom, kitchen, etc.). The groom reads
aloud the list while Adriana and her friend listen to it.
( ) Lola, Adriana and her friend go to the store to buy
the things that the groom wrote on the list.
( ) At the store they check the list. Adriana copies the items
for the bedroom, her friend the ones for the kitchen and Lola
copies the rest. Each one goes to find the items they wrote.
( ) Adriana, her friend and Lola, know how to ask in the local
language, how much does it cost? and where is?
( ) Adriana, her friend and Lola do not understand the writing of
the items they copied and want to buy; however they guide themselves by the things they know are on the list, the drawings on the
packages and by the way in which Lolas boyfriend read
the names aloud.
( ) While shopping, everyone begins to recognize the names
of things when they hear them from the seller and when they find on
the box the same writing as in the list.
( ) When they return they group the things they bought by room to
make sure they got everything they needed.
149
150
Check the set of words that appear inside the oval and perform the actions listed
below.
Choose from the group of words, just the ones that correspond to the names of
equipment, utensils and furniture. If needed, use the image of the store.
Elaborate a list with names of equipment, utensils, furniture and accessories. Or-
ganize them according to the room where they are used (bedroom, kitchen, bathroom, etc.) and with the original language they are written.
Table 2. Lista de aparatos, utensilios, accesorios y muebles del hogar
Kitchen
Bedroom
Living room
Dining room
Bathroom
ting. The names of equipment, utensils and furniture are read and written from:
Share the difficulties you faced and the feelings you experienced when develo-
151
Discuss and give your opinion about the difficulties and feelings that students will
face when carrying out actions in a language they do not know and what strategies can help them.
Based on the information listed in the column on the right of Table 1, complete
Table 3. Ask yourself if the information can be or cannot be in more than one of
the columns and why.
Table 3
Doing with
the language
6
7
Knowing about
the language
Being through
the language
Look for the familiar and community environment contents, Unit 5, in the Preschool
Syllabus to verify the answers to the prior exercises.
Check the teaching sequence Cooking utensils at the beginning of the Unit. Read
the real life story in Table 1 and the specific purposes for Cycle 1 of the nepbe to answer the following questions.
Which of the three types of content (knowing about the language, doing with language or being through the language) focuses on the Cooking utensils teaching
sequence?
Does the Cooking utensils teaching sequence follow any of the specific purposes
for Cycle 1?
If the English teacher decided to design a communicative situation that would involve actions like those of the characters from real life situations, who could be the
model of speech and writing of the language being taught?
152
Who knows the strategies used by speakers of the English language in different social
practices of oral and written communication?
Who knows the properties and types of oral and written texts with their phonic, syntactic and semantic aspects?
Who knows the writing system and the conventions of the English language?
Who should know when to formulate explicitly the knowledge of the linguistic system and the resources of the oral and written texts of the English language?
Who recognizes in what degree of depth should all the above issues be treated in
their corresponding practice?
Get together with a colleague, share and compare your answers. Look at the section
English teaching Approach in Curricular Foundations to verify your answers.
Read the following characteristics and write on the line to whom they correspond:
a child in the city, child in the countryside or both.
1.
2.
3.
4.
Sense of rhythm.
5.
Social skills.
153
6.
7.
8.
9.
10.
Discuss which of the above characteristics must be taken into account in the
planning of class work, which must not, and why. Write in the space below the
conclusions you reached.
this for years now. What do you recommend? Tell me, what things should I know
when preparing my class?
Look, dont worry. The most important thing when youre planning your classes is
not to forget that children have other experiences inside and outside the school.
Therefore, you must take that into account and take advantage of those experiences. Consider, for example, what kind of things they do everyday and use that.
Yes, yes. I know that The student is the leading actor in this show. I know that if
I take a good look at them, I will learn more from them than they from me. That is the
best way to know what to do with all and each one of them. Right?
Yes, remember where they come from, how they speak and what they can learn.
Fortunately, there are a number of things that children have in common. Think about
those things and what we already told you and youll do fine. If you have any questions, just ask.
Hey! One more thing. Dont assume the role of a controlling teacher. You help and
guide in the teaching. Create friendly environments in order to get children interested
in learning. That is your responsibility. Lets be clear! No exams for this, questionnaires for that!, Learn the vocabulary list, memorize the rules!, Three pages of this,
repeat twenty times after me!. That is from last century! But, you need to provide the
materials, make sure that children are communicating and helping each other. You
support them. Because sometimes, it seems that children can learn more without us.
Haha!
154
To conclude
Finally, observe the following diagrams that summarize the contents worked on this
unit.
The role of the teacher in relation to the student
The teacher*
Is
Have
Are...
Does
Activities based on
students everyday
life, interests
and needs of
development.
Recognize which
and in what grade of
depth, the subjects
of the social practice
of the language
should be treated.
Help students use
their perception to
build strategies of
understanding and
expression.
Create atmospheres
that promote
learning.
Promote interaction
among students.
Assess while
children interact.
155
Know
The communicative
strategies used
in the different
social practices of
oral and written
communication in
English.
The properties
and types of oral
and written texts
with their phonic,
syntactic and
semantic aspects.
The system of writing
of English and its
conventions.
When to formulate
explicitly, the
knowledge of the
linguistic system
and the resources of
the oral and written
texts.
Purposes
Analyze the importance of recognizing
I. Educational materials
Brainstorm elements involved in the planning of class work for Cycle 1 grades and
perform the following actions:
Participate by providing ideas and building consensus.
Take notes of other colleagues ideas which you consider facilitate the activity.
Make a list of those elements most of you agreed with.
List of elements involved in the planning of the class work
Get together with a colleague and check Educational Orientations in the Syllabuses of the Cycle 1. Based on your revision, explain and write why the following
points should be taken into account in the planning of class work.
a) Planning of communicative situations.
Time, because...
Space, because...
157
Space, because...
What places is the English language usually used in? (e.g. archaeological sites
where it is possible to be in contact with oral and written language).
What kind of materials can be found with English texts? (As in the case of
some envelopes or packages).
Organize the information surrounding the scheme and classify it on the chart on
the right.
e
Ti
m
Classroom
Principals office
Reference books
School
Space
Teamwork time
Bus station
Nap time
Out-of-school
environment
l
ria
ate
Space, because...
Bottled water
Break time
Calendar
Marketplace
Plaza
Reading corner
Notebook
Billboards
Posters
Television shows
Mural school paper
Reading time
Cocking recipes
Bedroom
Assistance record
Medicines
158
Bathrooms
News casts
Archaeological sites
Time
Space
Material
Extra curricular
environment
School
Classroom
Get together with colleagues, select one of the three grades for Cycle 1 of the
and do the following activities:
nepbe
Based on the contents, discuss and define the appropriate materials, spaces and
activities for the classroom, school and extracurricular environment that should
be taken into account in the planning of class work.
Complete the following table according to the information defined.
Cycle
Grade
Environment
Social practice of the language
Time
Space
Extra curricular
environment
School
Classroom
159
Material
Read the following children dialogues. Based on them, select one of the two conclusions presented for each case.
Yesterday my
grandmother and
I made a cake.
Great!
a) Children can only carry out activities according to the stage of development in
a) Children learn about a non-native language in places specifically designed to teach it.
b) Children learn about a non-native language in any place where they can interact with it.
160
Assemble the following puzzle. First, find the parts that make up a sentence. Then,
write the two parts that complete the sentence on the empty puzzle.
Specific competencies
according to the practice.
161
Discuss the answers to the previous activities, exchange points of view in order to
improve them.
Select a grade of interest in Cycle 1 by team. Look and check the charts of contents
as follows: 3rd grade Preschool, familiar and community environment; 1st grade Elementary school, literary and ludic environment; and 2nd grade Elementary school,
academic and formation environment. Do the following activities:
Make a list of resources and materials which in your opinion are relevant to work
with the contents of Doing with the language, Knowing about the language and
Being through the language, as well as to elaborate the products, considering the
age of the students and the place where they live.
Discuss the advantages of having children elaborate materials themselves with
teachers help, in order to put into practice knowledge, abilities and attitudes
towards English.
Look at the following photographs.
Based on the photos, determine how to create a collection of resources and ma-
162
Complete the following table with the information discussed. Do not forget to
Elaborated by different
community members
- Parents or family members
who are in contact with
people living in the U.S.
Elaborated by other
means or people nonschool related
- Radio stations.
Analyze and discuss the features of the classroom collection to guarantee the access
and students contact with a wide variety of resources and materials in English.
Share your answers and complete the following table.
Variety of resources and materials of the collection to
Format
Size and position
Types of text
Content
Languages
Level of difficulty
163
Read the following sentences and mark with a cross whether they are false (F) or
true (T).
1. Materials should provide information about the topics, although
FV
FV
task.
3. Materials for the activities should include the use of ICTs whe-
FV
never possible.
4. Materials should allow the individual development of children
FV
FV
FV
FV
FV
FV
164
Get together with colleagues. Look at the following map of a classroom showing the
distribution and organization of space given by an English teacher. Find in the map
the following elements:
Location of children (marked with numbers).
Rug: math area, flipcharts with poems, big books, flipchart for writing and a chair.
Table with tape recorder and books with audio-tapes.
Schoolbags shelf.
door
table
13
21
20
12
11
table with
audio-books
Poem
flipchart
Writing
flipchart
chair
Shelf
18
14
Math section
19
carpet
17
10
9
table 16
15
c
6
computer area
Schoolbags shelf
Share your opinion about how spaces are distributed in the classroom. Read the
information in the chart and label the images that illustrate the different forms of organization of space of the class. Provide a number to each activity making sure that
each one matches only one description.
165
Activities
Unequal teams in line. It promotes collaborative work and union in the group. It sets
distance among teams, the group and the
teacher, which gives some freedom to teams.
5. Mark with an
Horseshoe. It is used in activities which proinstrument, a clap or
mote face to face interaction among students,
other physical action,
as they can observe each others reactions.
words that rhyme when
listening to a rhyme or a
story in verse.
6. Write text(s) on a poster, U (90o). It is important for activities where
pairs are needed as information and insbased on a model.
tructions can be conveyed without losing
students attention.
7. Identify musical
elements of literary
language: rhymes,
sounds, etc.
* Source: A. Zabala Vidiella (1997), La prctica educativa. Cmo ensear, Barcelona, Gra.
166
Bearing in mind the grade, unit and environment you have been working with, and
according to the most appropriate modalities for the contents of the specific competency: a) discuss how you would organize the classroom space so that it is possible
to create suitable working conditions in order to reach the purposes, and b) draw a
plan that shows the organization and distribution of the classroom.
Chart for the organization and distribution of the classroom
recommended for unit
environment,
specific competency
from
grade
Get together with a colleague. Check purposes of Cycle 1, and figure 3 and table
Time and number of sessions per week for English course shown in General Observations of Curricular Foundations. Think about the following questions:
Are the hours of exposure to English enough for students to achieve the purposes
of Cycle 1?
Do the hours of exposure to English for a Cycle 1 student allow him/her to become
familiar and to have contact with English?
167
Get together with colleagues, share thoughts and answers to the previous activity.
Perform the following actions:
Check contents of the unit in the two environments of the grade you have been
working with. Considering the two hours and a half per week assigned to the
subject, decide how many weeks would be given to the first specific competency
in the unit and how many for the second. Record the number of weeks in the
following table.
School grade
Unit
Social practice of the language
Specific competency
Specific competency
Discuss, explain and share those aspects taken into account when deciding how
many weeks and, consequently, how many hours will be assigned to work on
each practice of the language. Make a list in the following space.
168
Read and compare the following information with the content of your list. Discuss
whether the number of hours included in the previous exercise changes or not.
Level of difficulty that the contents of the social practice of the language and
Achievement represent to students.
To conclude
Look at the following diagrams that summarizes the work done in this unit.
Diagram 1
Components of the planning
Time
Space
169
Materials
Diagram 2
Library materials
Elaborated by
Teachers
Students
People outside
the school
Diagram 3
Variety of resources and materials
Characteristics
Format
Content
Languages
Level of difficulty
170
Types of texts
Bibliography
Annandale, Kevlynn et al. (2007), First Steps: Linking Assessment, Teaching and Learning, 2a ed.,
Estados Unidos, Steps Professional Development.
Arnau, Laia y Antoni Zabala (2007), 11 ideas clave. Cmo aprender y ensear competencias,
Barcelona, Gra.
Biddle, Bruce et al. (2000), La enseanza y los profesores II. La enseanza y sus contextos, Barcelona, Paids.
Constitucin Poltica de los Estados Unidos Mexicanos, disponible en: www.cddhcu.gob.mx/
LeyesBiblio/pdf/1.pdf.
Delors, Jack et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional sobre la Educacin para el siglo xxi, Madrid, Santillana/Ediciones
Unesco.
Domenech, Joan y Jess Vias (1997), La organizacin del espacio y del tiempo en el centro
educativo, Barcelona, Gra.
Estaire, Sheira (2006), La aplicacin del enfoque por tareas al aprendizaje de lenguas en segundo y tercer ciclo de primaria, en Las lenguas extranjeras en el aula. Reflexiones y
Propuestas, Susanna Arnega (comp.), Barcelona, Gra.
Goodman, Kenneth (1998), El lenguaje integral, Buenos Aires, Aique.
Lerner, Delia (2001), Leer y escribir en la escuela, Mxico, fce/sep.
Lomas, Carlos (1999), Cmo ensear a hacer cosas con las palabras. Teora y prctica de la educacin lingstica, 2 ed., vol. I, Barcelona, Paids.
Rogoff, Brbara (1993), Aprendices del pensamiento. El desarrollo cognitivo en el contexto social, Barcelona, Paids.
Sacristn, G. (2008), Educar por competencias, qu hay de nuevo?, Madrid, Morata.
Sacristn, G. y A. I. Prez Gmez (eds.) (2008), Comprender y transformar la enseanza, Madrid,
Morata.
Zabala, Antoni (1997), La prctica educativa. Cmo ensear, Barcelona, Gra.
171
Appendix
What are the most efficient and valid ways to collect the information?*
Focused observation.
Ability to stop, look
and listen.
Informal: observations are unplanned but often reveal what students can do in a
range of different contexts.
Products. Further
information can
be gathered from
students oral,
written or visual
work products. The
teachers can assess
student products that
have been created
during the process
of learning, not only
the final products
that are a result of
learning.
Conversations. One
the most important
ways to assess
students learning
is through the use of
talk.
for his o her own learning, and can provide teacher with insights into the students
learning: Log formats and Journals.
Think-alouds: are articulations of thoughts before, during and after tasks.
Work Sample: is anything (oral, written or visual) completed by students in authentic
communicative situations from which judgments about language learning can be
made. Teacher need to be aware of level of support provided, the processes and
strategies used by individual student and the group dynamics involved, for all may
influence the outcome of the product being assessed.
Retells: are a simple activity that is flexible in its use and provides an opportunity
for students to transform a text into their own words after reading, listening or
viewing. Requires students to read, or listen a reading, organize key information they
understood form the text and then prepare to share and compare their retell with
others. Can be shared orally, in written form, as a drawing or through drama.
Surveys and Questionnaires: Consist of a series of statements or questions about
which students or parents are asked to express their agreement, disagreement, or
other response. Can be created to link to a particular assessment focus; e. g. values,
interest, emotions and attitudes, confidence, or processes and products.
Test: is another way of gathering data about a students development. Results are of
more value when used in conjunction with other assessment tools.
groupings. These include: one-on-one conferences-teacher and student; peer conferencestudent and student; small-group conferences-students; three-way conferences-student,
teacher and parent.
Interviews: Are a one-on-one question-and-answer conversation between a teacher
and student or teacher and parent. Depending on the type of questions asked,
conducting interviews can provide a wealth of useful assessment information.
Written responses to interview questions are useful, as they can be taken away and
analyzed at a later time.
Source: K. Annandale et al. (2007), First Steps: Linking Assessment, Teaching and Learning, 2nd ed., Estados Unidos,
Steps Professional Development.
172